Hello everybody! I am wondering if there is any willingness for us to do a
short check in on what we are working on right now in our classrooms or
thinking about in this teaching???? I know I would like to hear what you
are doing and thinking.

I'll go first. Hope to hear from you.

I have really been thinking about how I can help my students realize that
these comprehension strategies are just 'tools' to get us to the ultimate
end: understanding what we are reading. I am pretty sure that as I follow
the gradual release of responsibility model, they are learning what the
strategy is, how to "do it", and all that. But reading Regie Routman's
book, Reading Essentials, (yes, I know we need to get back to that!) has
pushed me to ask if I am teaching the strategy more than I am teaching
comprehension.

I guess for me as I started changing as a teacher I WAS drawn to being very
explicit in my teaching of each strategy. I STILL believe that is the way
to go, for me. Over the past four years as my own understanding of this
teaching deepens, and as I continue to read and reread MOT, STW, and Debbie
Miller's book and Cris Tovani's book, I see myself feeling more comfortable
with the teaching. I could not have done it any other way. Bringing into
my teaching the thinking aloud/modeling piece has been very powerful. It
wasn't always comfortable at first. But now it is just a part of how I am
in all content areas. Thinking aloud shows the kids what is going on in my
brain as I think about whatever it is we are doing. Each year as I got
deeper into the strategies, still teaching them separately yet always
building on them and integrating them in practice, it has felt more natural.
I still wouldn't do it any other way.

My learning/understanding of this teaching has it's own process. Probably
very much like my students each year. I started out by reading the books-
learning what to do and how to do it. But to go into my classroom in
isolation made the transfer difficult. The work in the graduate courses I
co-teach REALLY firmed up my classroom practices. I found others to talk to
about the changes I was making as a teacher. I tried things out. Saw where
I needed to refine things. Got further along each year in how many
strategies we "got to". Learned some more, shifted my thinking on some
things, changed my teaching again. But each year I know I get closer to
what I think this teaching should look like. And I am still not there yet.

A good example is my getting to be in the same room as Debbie Miller in
action. I want to emulate how she speaks to kids and affirms them. (Let me
tell you, it's not easy for me. For it to feel sincere and honest! But I
have seen it make an impact in the kids so I will keep at it.)

So here's my point, finally!! I have been giving myself the permission to
spend more time in the shared setting to both model and make room for the
talk about what we are reading. I know that Laura (readinglady.com) speaks
about the "thinking strategies" in her work. I have embraced that term and
have spent a lot of time hopefully helping my kids realize that each
strategy (or tool) we are learning about and practicing all work towards
helping us understand the story. For me this has been very exciting to
witness. I have modeled myself saying, "I'm thinking......" enough now that
my kids are now starting out their sentences that way. While we are
currently in our questioning study, I am making room for their "thinking" to
be shared as it comes up. Because isn't that what this is really all about?
That we help our student THINK as they are reading. THINK about what they
are reading. To catch themselves THINKING as they read???? Isn't it in the
THINKING that there is comprehension. (Sure their thinking could be WAY OFF
and that is something we spend time on!) The making sense and making meaning
is what this is all about.

I tried reading some Allen Say books this year. I was not familiar with him
but heard his books are great for questioning. There appeared to be a
common theme in some of them. Japanese culture, Japanese internment camp
experiences, Japanese American issues related to WWII, etc. So using the
common theme we've been wondering through his books. Now my third graders
had NO SCHEMA for this time period. I really didn't have much myself. So
this has been a great example for me about building schema when it is
missing in order to be able to understand the story. The thinking that I am
hearing in my students, the questions, the inferences they are making (and
we really haven't even done our inferring study yet) has just blown me
away!!! Kids are bouncing thinking off of others thinking. They are
starting to discuss the issues in the books rather than just go around the
room and tell their thinking. We've done a few "fishbowl" modeling of how
it should look and sound when a small group of kids are sharing their
thinking about a story. (That hasn't' been easy. I am thinking I may bring
in 4 adults to share their thinking about a story in front of my kids)

I am seeing before my eyes pretty grown up responses to literature. If I
hadn't shifted to finding the time to let this thinking have a voice I would
never hear how they are integrating the strategies and using them fluidly.
This is new for me and I LOVE IT!!!!! My challenge is now to help them
transfer this to their self selected texts. I think I want to start by
giving them like text and sending them off in small groups to "talk" about
their thinking. Maybe doing what Debbie talks about about choosing one
burning question to come back to after a shared lesson. An unanswered
thicker question. Then coming back in the share at the end and talking
about how it went in the group (the process part AND the thinking part).

My kids are feeling real natural with this. Like it is becoming a part of
them. At least verbally. And I know that is where it has to start. So I
can listen in to THEIR thinking. If I can't hear (or read it written down)
how can I help move them forward????

This is helping me to feel like I am teaching the 'comprehension' more than
the 'strategy'. I have embedded the explicit strategy teaching in our work.
And will continue to do that. For me it feels like that piece is the
foundation. But taking time for the talk is like talking off the braces I
have put in place and seeing if they can stand on their own two feet. So
far I am thrilled with what I am hearing.

That's what is going on in my room. And in my head!!! :)

Don't let this long check in scare you all away. I think it would jump
start the list if we could all just write a few lines about where we are at
or what we are thinking right about now. We are all at different places in
this teaching. That is what makes this list a great place for us all. So
write in!!! Here is the address in case you have forgotten:
mosaic@u46teachers.org

Ginger
moderator
grade 3
++++++++++++++++++++++++++++++++++++++++++++++

From: YcnanH@aol.com
Date: Wed, 5 Mar 2003 21:26:29 EST
Subject: Re: [mosaic] check in time????

Wow Ginger. Thanks for reflecting "out loud." There really is something to
this "think aloud "stuff. :-) Seriously I love a lot of the points you
made, but especially the one about checking in every now and again to make
certain that we are still teaching comprehension and not just the strategy.
I am so happy for you and your class' success. It surely makes teaching so
much more fun and fulfilling (reading too)!

Thanks again.
Nancy
++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 05 Mar 2003 19:10:43 -0500
From: Betty <garden.spirit@verizon.net>
Subject: [mosaic] new

My name is Betty. I teach 1st grade in a rural school in central N.H.
About 5 years ago, when I was teaching 2nd grade, I read Mosaic,
attended a seminar given by Ellin Oliver Keene and was off and running.
It opened my eyes and gave reading a whole new meaning and thought
process for me. I changed schools and am in 1st grade now and ready to
tackle it again with now 7 yr. olds. I need to reread. I am also trying
to get a group of teachers at my school to read it and then meet to
discuss. I think it could provide a wonderful sense of cohesiveness if
we could practice together. I'm looking forward to hearing from all of you.
Betty - gr.1
++++++++++++++++++++++++++++++++++++++++++++++

From: Patty526@aol.com
Date: Wed, 5 Mar 2003 21:34:49 EST
Subject: Re: [mosaic] check in time????

I am relatively new at teaching these strategies, but I had an eye-opening
experience recently during a read-aloud. I saw Ellin Keene teach the
questioning strategy last year, and I've done some modeling of this
strategy
with my fourth-graders, many of whom read below grade level. I did a
read-aloud of the first two chapters of Leon's Story, an autobiography of a
man who grew up in the south in the 1940's. His family were poor
sharecroppers, and the first 2 chapters describe the farm, the conditions of
employment, and the relationship between blacks and whites at that time.
(This fit in very well with Black History for February, but it's a great
book
for any time.) After I read aloud, I asked the class if they had "any
questions, no answers, just questions" as I had seen Ellin do.

Well, they blew me away. Their questions went straight to the deeper
meanings. Some of them included:
Are these people slaves?
Why do the blacks and white get together only for Christmas and
deaths? What is it about those times?
Why do I feel as though this author is talking right to me?
Why doesn't Leon feel bad about all this?

There were others, as well, that focused on details, and were more
literal, but I assumed that the answers to those questions wouldhelp them
understand more also.
Believe me, if I gave these kids a story to read, and a list of questions, I
would not get insightful answers. After that intro to the book, they were
fighting over it for their independent reading time.

This works.

Patty
++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 5 Mar 2003 20:38:00 -0500
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: [mosaic] just starting list serve

Hi!

I am currently hosting a book club for Mosaic of Thought and have started
reading Strategies That Work to go along with it and to add to the
discussions we'll be having during our book discussions.
I am feeling very alone at the present time because I don't know any one in
my district that even has the slightest idea about any of these books or
strategies.
I really do want to jump in and start teaching but am feeling very unsure
about where to start. Connections!! I know but I'm not sure about the
coding suggested in STW. I also have Debbie Miller's book and am trying to
read all three books at the same time sort of...

I teach first grade and would like to know of any other primary teachers
that have started teaching these strategies and how things are going.

Thanks in Advance!

--
Julie Beebe
NBCT 2001
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: JackcindT@aol.com
Date: Wed, 5 Mar 2003 23:44:03 EST
Subject: [mosaic] What's going on in Room 114

I am usually a "reader" of other posts, but I finally have something to
share. We have been doing book clubs with teachers at my school this year.
The first was MOT and the teachers were overwhelmed by the "thinking" about
reading in this book. Then we moved to STW. We seem to be more comfortable
with the short "plans" offered by the authors. But what I have to share is
from my own classroom. I am a sped teacher with 10 students ranging from
1st
to 5th grades and exceptionalities that include LD, Mild, Moderate and
emotionally handicapped. We have worked on making connections and do a
pretty good job. Last week we started with questioning. I limited them to
just 3 questions about the sun in a beginning science unit. Today we read
the book Charlie Anderson. We followed the "plan" in STW and I allowed
questions before we read and at the end of each page. The students asked
112
questions!! I wrote each one down. We were engaged in this for 2 45-50
minute sessions. They didn't fidgit or want to quit. One boy who goes to a
regular 5th grade math class wouldn't leave until we got to the end of the
book. These kids are so language disordered that arranging words to ask
questions is sometimes very difficult, but we worked through that. What a
powerful experience. It was especially interesting to hear the discussion
that ensued at points about answers to the questions, although I kept
reminding them that we would answer questions tomorrow. I can't tell you
how
great the impact of this one lesson has been for self-esteem building
because
everyone had imput. I will never go back to boring the kids with my
questions--I want to know theirs!
Cindy/Indy
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward from Mary
Date: Thu, 6 Mar 2003 06:40:38 -0600

I don't think this ever came out so here it is:

-------------------------------
The best presentation that I ever saw was Debbie Miller doing a whole
language block lesson in a first and third grade classroom in a Title I
building of 87% poverty in Elgin, IL. It was living proof that the
strategies and deep learning was made for at risk, second language
students. I was amazed at how they could express and show their
personal learning. Debbie Miller has done a great job clarifying this
for primary teachers. Hats off to Sandy Stringham and Chris Bertrand
for preparing their classrooms for her visit!

Mary Hausner
++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 6 Mar 2003 10:58:22 -0600
Subject: [mosaic] check in time
From: stringham_s/sh@dns.u46.k12.il.us

We spent our PLT meeting this morning talking about our day with Debbie
Miller last week. We were reflecting on what we saw, what we wanted to
do or to change, so it fits right in with what you are asking, Ginger.

I think the most important thing I want to emulate is the way she is SO
affirming with the students. I think that this is so important as we
face huge class sizes next year. Some days it is easier than others,
but this is so important if we want the children to grow as readers and
thinkers.

I think of my own children, one who is not a reader, and one who is.
What made the difference? I think for my older child,(high school) the
non reader, that she thinks of reading as a job, something she has to do
or when she finishes, she has to do a project. I don't want that for
any of my students. My youngest, (4th grade)the reader, finds reading
fun. She is enthralled with Egypt and can't get enough books about it.
She always has a book in her hand....that's what I want for my students.

One thing that made the difference was my older child learned to read in
a class of 36 kids. She picked up decoding quickly, but never really
got the chance to think deeper about a book. My youngest, she had a
small class, she learned to think of herself as a reader and take the
text to a different level. Once again, something to think of next year
with huge classes. This can't be allowed to happen to kids. (And they
both had parents as models, we are always reading, and my house is
FILLED with books, they were and are still read to each night, in other
words, the home life was the same for both)

As a teacher, Debbie Millers book, Reading With Meaning, was the one
that brought MOT, STW alive for me. She gave me the model that brought
every thing together. As I implemented her techniques, I was able to
grow as a teacher, move with it, expand where I could, learning all the
way, and continuing to learn. As I reflect back on this year, and
prepare for the remainder of the year, I eagerly pull out and reread,
MOT, STW, On Solid Ground, Reading Essentials....all the texts because
now I can reflect and understand what they are saying and apply it to my
class. If I am fortunate to be called back next year, this is HOW I
will teach, so that kids understand and find reading fun, regardless of
the class size.

I have a student teacher right now, so I am freer to meet with my kids
and just talk. We are in the 4th week of our questioning unit and I'm
so excited about the questions they are asking and the deeper thinking
that is happening. They are truly understanding their text. They are
going deeper and deeper. One of my students just came up to me and
asked: "J--- and I, we want to get out our Thinking Journals because we
have questions about this book. (holding up the book for me to see).
Can we work together?" Of course you can...but there's the
difference... they want to do the "work" (my evidence of
understanding)..it's not me telling them to do the work: a diorama (I
hate those!!!) a project when they finish a book. They chose the text
and they are choosing to take their thinking deeper.

My class is so excited about reading this year, that after 90 minutes,
when I have to stop, they are upset. They are so excited, that I had to
go into my storage area at home and get out books I had saved that my
own kids had read in 2nd and 3rd grade..they are dying for more books to
read!

Another thing that I must do the remainder of the year, and that I have
to do next year right from the start, is record their thoughts in a note
book. I have individual books I use for each child as I conference, and
when we are in a mini lesson, I write on scrap paper what they say, to
put on the anchor chart after school. But I throw those scrap papers
away...I can't do that anymore...I need those words in a book that I can
pull from at any time and see evidence of growth and thinking.

I also want to pull away from 2-3 guided reading groups a day, 5 days a
week, and do MORE, MORE conferencing one on one. I've been fitting in
the conferences, I need to regularly have them every day, and just do
maybe one small group a day. I have to think that through some more,
but I need to remember what Sharon Toberski said, you don't teach
reading during the guided reading time, you teach it in your mini
lesson. So if I am conferencing and I see each child each day, I know
who needs the small group work and who just needs to keep reading.

I know this is WAY TOO LONG, but, it was good to write down my thoughts.
I know in some areas I'm way off and in others I'm on the way. I look
forward to reading others thoughts. Thanks Ginger...and Debbie, and
Ellin, and Stephanie, and Sharon...and....

Sandi
1st/Elgin

And then I have more: I'm on the computer as my student teacher is
sitting in a circle with my class sharing what they learned as readers.
I love it..."yes, thank you Ms. ...." and they are so eager. The
questions...the UNDERSTANDING!
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Unruhe, Patricia" <Patricia_Unruhe@pvusd.net>
Subject: [mosaic] check in
Date: Thu, 6 Mar 2003 13:36:42 -0800

I am a teacher for the Migrant Education Program in California. The school
that I work at has many challenges including second language learners, high
poverty, in adittion to many students who have huge gaps in school
attendance. That's the negative stuff, the positive stuff is that the
children are incredibly sweet and resourceful and we have a staff of
wonderful and dedicated teachers. I got introduced to Mosaic of Thought
reading strategies because we were "forced" to go to literacy trainings
because our standardized test scores were so low. We were all sitting at
our school's table at the training half listening and half checked out when
one of the trainers modeled a think aloud lesson on making connections. All
of the sudden everyone in the room was paying attention and engaged in the
text and sharing our own connections. After that I became religous about
reading MOT and STW and my teaching as a result has completely turned
around. I can testify that the students I work with are the ones who most
need to be explicitly taught the thinking and reading strategies. With a
little instruction and modeling it is amazing to see the light bulbs go off
in their heads and the smiles spread across their faces as they realize that
this is why people read.

My greatest challenge is that because I am a supplemental teacher I only get
30 minutes with each reading group that I see. I find it hard to get to the
total indepence level of the reading strategy because my time is so limited.
Any ideas on what to prioritize when you only have a limited amount of time?
I work with 3rd to 5th graders and we are now working on Determing
Importance in Non-fiction.

Trixie
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Donald Howk" <dhowk@satx.rr.com>
Subject: [mosaic] checking in from Texas
Date: Thu, 6 Mar 2003 20:21:30 -0600

I teach 3rd grade in Texas and we have just finished our first round of =
"high stakes" testing. For those of you unfamiliar with Texas, we have =
adopted a new higher order thinking test that the students must pass in =
order to go on to 4th grade - we have tested for years and years and =
years, but this is the first time we've used this newer, harder test & =
the first year it counted in such a significant way. No end of stress =
for teachers and kids alike. They have 3 chances to pass it.
I work with fabulous teachers, but find that around January everyone =
drops everything else & they spend much of their days preparing for the =
test. I stressed about it for a few weeks, and then sat down to =
re-evaluate the purpose of the testing & the way I teach. This is my =
first year to significantly attempt to teach the strategies in MOT. I =
know I have a long way to go, but I believe this is truly the way to =
teach kids to think. The TAKS test (our reading test) isn't so much a =
reading test, as a thinking test. I decided to sit back and just teach =
the way I believe. The results should show that these kids can think! =
3 weeks to wait for results!
Ginger's comments from Regie Routman's book really hit home. I had =
just finished reading her chapter about strategy instruction vs. =
teaching comprehension. I have to admit, I have not been as faithful =
about focused strategy instruction - I tend to jump right in & teach =
kids to apply whatever strategies seem to "stick out the most". We did =
a concentrated unit on questioning with Chris Van Allsburg, but quickly =
found that this led into inferencing. Schema seems to pop up at a =
variety of times, in all subject areas. Determining importance also =
seems to be an ongoing focus, throughout all subject areas. I guess =
rather than long term units on each strategy, I do a quicker (1 week) =
introduction with modeling & release to the students fairly quickly. =
Then we keep cycling back to different strategies as they apply to what =
we are learning. I am curious if anyone else is applying MOT ideas in =
the same way. =20
I do know that the weakness in this is the concentrated practice by the =
students & my follow up on what they are applying in independent =
reading. I definitely see some strategies remaining strong, but I don't =
see others unless I really push and ask for them. =20
Thanks for all the support and ideas out there! =20
Wendy, 3rd
San Antonio
++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 6 Mar 2003 21:27:24 -0500 (EST)
Subject: Re: [mosaic] check in time
From: "Brenda L. Donley" <bdonley@chsd.us>

Hi,
I'm a Title I Language Arts teacher for our K-5 building. I work with
whole groups in the classrooms and some pull out groups. I love teaching
reading/writing all day long! I've taught 5th, Kdg. and First grade and
didn't really look for a job change until the Title I person in this
position decided to retire. With loving support and encouragement from my
peers I decided to try this new job out. This is a new position for me
this year and has been a year of my staff getting used to "new" things for
this position as the last couple of people in this position had been doing
the job for eons! (Don't get me wrong..they were wonderful people but so
much has changed!) So..it's been a year of new beginnings, including
beginning with MOT and STW. I've been dabbling with the strategies here
and there, have talked them up so much with our staff that they've
enthusiastically agreed to do a book study on STW (which we'll begin soon)
and today I presented the second lesson about connections with a 4th grade
class. The teacher loves to do literature circles with her class so asked
me if I'd work on the STW with them. I just have to share a little
story...after discussing all of the students connections about their
reading and sorting them into T-S, T-T, T-W categories I told them that
they'd probably be having so many connections that their teacher would be
going crazy! One student said, "...but Mrs. Donley, sometimes I get into a
connection and I can't get out!!" He was so sincere. I had to reply that
that happens to me sometimes to and it's called 'daydreaming!' LOL We had
a great day in that 4th grade class and I'm anticipating more to come just
from seeing all the enthusiasm today!

--
Brenda L. Donley
Title I
bdonley@chsd.us
++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] response to Trixie
Date: Thu, 6 Mar 2003 21:25:49 -0600

Trixie- If I were to put myself in your shoes with only 30 minutes with your
kids at a time, I would probably still do a lot of modeling of my own
thinking. Then have them join in and share their thinking. With your focus
on non fiction determining importance right now, if you use short text
pieces (do you know of the Mondo series called Safari?? Their "magazines"
have great short text with fiction/non fiction/functional text/some
plays/some poetry) you could work together to think through the text to
determine importance. For me, hearing their thinking as they are doing the
"reading" is when I can best support them and either move them forward or do
reteaching if needed. The more I am hearing my kids think out loud
themselves (using the strategy talk) the more I see evidence of their
understanding. Then on a different day move them to recording their
thinking on paper but with you there. End with a quick share each time if
possible. Always asking them to think out loud about how what you did
together today helped you as a reader to understand the text.

What Debbie Miller does so perfectly when kids stumble with this question,
as mine ALWAYS seem to do, is to take the feeble attempts they do try to
make

Student: "Well, I looked at the photos and it helped me."
Debbie: "So are you saying that when you look at the photos it helps you get
a snapshot of what the words in the text are going to be about? Is that
what you are saying??
Student: nodding head and smiling.
Debbie: "Wow! That is such great thinking! Looking at the photos first
really is helping you know what the story is about! That's SO SMART!"

****my own attempt to show how she affirms each response. It's almost like
she takes the little bit they do try to say, puts the words out there
herself that you wished they were saying, and turns it around as if the
child was the one to say it in the first place. And the child is left
feeling like they DID say it all!! Does this make sense????????

Is there any time in their day back in their room that they could then
practice on another similar short text piece either in partners or
independently and complete a response sheet or graphic organizer to then
bring back to the group the next time to share? The trick for me is finding
the short text. I have an easier time finding non fiction short text than I
do fiction.

What do other people who work with kids in a pull out model do with such a
limited time?

Ginger
moderator
++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] response to Joan
Date: Thu, 6 Mar 2003 21:41:20 -0600

Joan- I meet so many teachers who are the only one in their building with
any understanding or interest in this teaching. This month, on my weekly
peer coaching day, I am working with two third grade teachers who are very
vocal about how if they didn't have each other to talk with and plan with
and reflect with they probably would NOT have made the changes they have
made in their teaching. Change is never easy in any arena. Sometimes I
think our work as teachers becomes more comfortable over time just because
we get better at doing it each year. To be the only one is a lonely place
to be. I was there myself 7 years ago. But through my own reading of
professional books I KNEW I could no longer continue with certain part of my
teaching. I HAD to break off from the "norm" of the building I was in at
the time and trust that the changes I was trying to make WERE best practice,
because they were!!! I took baby steps. Fell back to old habits because it
was safer. Got uncomfortable again. Stepped out of that comfort zone and
pushed myself a bit further. It was back and forth. In many ways it still
is for me. But the lonely part was hard. I did have the support of my
principal which helped me immensely!!!

Does your principal know of Mosaic? Could you offer to facilitate a
voluntary book study group? Invite the principal. Even if you got one
other person it would help YOU!!!!!!

Well, we can't all work where everyone is on board. Don't I know it!!!!
But that is one reason I started this listserve. To have a place to talk to
people who DO think like me and who DO want to get clearer in this teaching.
So Joan, we're here to lean on. Use us as your support!!!!!

One day at a time. In time. Make it yours.

Ginger
++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] response to Brenda
Date: Thu, 6 Mar 2003 21:52:02 -0600

Brenda I can TOTALLY relate to the energy and excitement when working in a
class with another teacher. When I am out peer coaching I always hope that
what I have planned (when I am the one doing the teaching that time) will
not bomb! Since I am new to this. So far I have been so excited to see
that this teaching catches on like a wildfire in whatever grade level I go
in to. I've read Charlie Anderson in first, third, fourth, and fifth grade
this past month. Same exact lesson. TOTALLY amazing questioning from each
and every class I have worked in so far. The first graders ask the deep
questions that the fifth graders ask. I practically float out of each room
in awe of the kids and their engagement.

My dream would be that we would ALL have someone to come in and out and work
along side us in this teaching. I was fortunate to have a reading support
teacher several years back who did that very thing. She came in every other
week and modeled strategy lessons FOR ME!!!!! Just like the kids, I think
teachers (learners of all ages) can benefit from following the gradual
release of responsibility model. I know Regie Routman spends 5 days at a
site. Gradually releasing the responsibility back to the teachers after she
has done a lot of modeling with their students. Wouldn't that be heaven???

I am loving having the chance to work in classrooms with teachers who are
excited about evolving in this teaching. I am learning so much.

Your building is so fortunate to have you in your role. Keep us posted on
other exciting lessons you are doing!!!

Ginger
++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 06 Mar 2003 20:11:22 -0800
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
From: "Catherine A. McGarry" <Catherine_A._McGarry@interact.ccsd.net>

Ginger,
Thank you for your reflections. It was perfect for my staff as we are
trying to work through the Strategies using teaching ideas from STW, and
RWM. My teachers are very frustrated that there isn't room in the day to
do EVERYTHING! This helped us refocus, become more reflective, and
accepting of both our teaching, and our kids' ability to handle all that
we are doing.
In our progress to become stronger, more effective teachers, we must
remember that we are like our children. When we learn too much, too fast,
we have to stop, process, apply a little, then get a comfort level, so we
can move forward again. I always think of first and second graders
internalizing the use of vowel sounds and shifting to long vowels use. I
think we need to remind ourselves that we are still learning as well.
This discussion serves as an important piece in our growth as educators
and learners. Thank you for providing it!

Cathy McGarry
Literacy Specialist
Katz Elementary School

"Children don't read to find their identity. They don't read to free
themselves of guilt, to quench the thirst for rebellion, or to get rid of
alienation. They have no use for psychology. They detest sociology. They
still believe in good, the family, angels, devils, witches, goblins,
logic, clarity, punctuation and other such obsolete stuff." - Isaac
Bashevis Singer
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Misti Sikes" <msikes@henry.k12.ga.us>
Subject: [mosaic] Check-in from first grade Room 104
Date: Fri, 7 Mar 2003 08:56:07 -0500

My name is Misti Sikes and I teach first grade. We had been working so
hard on connections, particularly text-to-text and text-to-self connections.
I have had a very difficult time extending out to text-to-world connections.
(How do you teach that exactly?) We then moved on to an author study to
build our schema about the author Patricia Polacco. My kids just loved it!
Questioning just naturally resulted from this study... When we were reading
the book Meteor!, my kids just wondered naturally if the story was true.They
came up with their own project to write to Patricia Polacco. I was so
proud! The letters were great! There is truly a reading and writing
connection! We are now continuing with our questioning study using picture
books... If you have any good picture book ideas for questioning, please
let me know!
Thanks!
Misti Sikes/1st/ Georgia
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Mar 2003 14:43:58 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] teaching reading in your mini lessons

Hi Sandi,
Can you say more about your statement below??
Thanks,
Elisa
Quito

> I have to think that through some more,
> but I need to remember what Sharon Toberski said, you don't teach
> reading during the guided reading time, you teach it in your mini
> lesson. Sandi
> 1st/Elgin
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Mabry" <mabrysl@charter.net>
Subject: RE: [mosaic] just starting list serve
Date: Fri, 7 Mar 2003 14:28:02 -0600

If I were you, a first grade teacher, and was trying
to get a starting point going - I'd follow Debbie's
book more than the others right now. Once you've started
with Reading With Meaning and you're sort of understanding
it, then read Mosaic and Strategies. I, multi-age 1/2,
really got the most out of her book.

That's what I'd do...

:o) Lori
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Mabry" <mabrysl@charter.net>
Subject: RE: [mosaic] check in time????
Date: Fri, 7 Mar 2003 14:39:55 -0600

What am I doing... other than my typical lurking...
:o)

Really, I just finished my thesis on MOT/Metacognition and
questioning. I really didn't know how hard it would be to
help someone else through a strategy who really wasn't "there"
yet, but wanted to help me out. My co-teacher took on doing
the questioning strategies, but her class hadn't had connections
and I really think that made a difference.

I've finished connections, questioning, and am in the middle of
mental pictures (renamed because of my district - no
visualization!!)

What is amazing to me about MOT and all else is how much
better of a teacher I have become. And it's amazing to me
how much I now see MOT ideas all the time. I have a friend
in my masters classes who is into MOT too, she and I taught a
sort of intro. to MOT class last summer, and every time one of
our professors says something that fits into the realm of MOT
we break out into a chorus of - lookie there another MOT idea.
I don't know if that makes sense but, really there is a lot of
research out there in support of what we are doing.

I know I haven't gotten into many of the discussions on here, but
now that I'm done with my thesis, THANK YOU GOD, I'll be here more.

:o) Lori
++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 7 Mar 2003 16:53:43 -0600
Subject: [mosaic] response to Elisa
From: stringham_s/sh@dns.u46.k12.il.us

Elisa...you had asked what I meant in my "check in time monologue"
(sorry about that) what I meant by: "you teach reading in the mini
lesson, not in the guided reading group."

I either got this from Sharon Toberski's book or from a workshop I went
to with her, but your actual teaching of strategies is done in a mini
lesson, whole group. Then, in the guided reading group, you are
reinforcing or monitoring for understanding, or strengthening their
understanding...you're not teaching something new. At least...that's
how I interpret it. It frees you up from having to have 3 guided
reading groups a day, 5 days a week, that's for sure.

So, if I'm doing more conferencing, I can see who has the strategy, and
then spend my time if I need to go to small group, with those that need
the reinforcing. Those that have the strategy or skill spend their time
reading or practicing the skill. They don't need me to help any more.

Does that make sense? In my mind, I know what I mean, but I'm not sure
I'm explaining it correctly. Your thoughts?

Sandi
+++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Mar 2003 20:41:44 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] check in time????

Hi Ginger, I'm new to this listserve but so excited to have come across
it! I am printing out your comments to share with my "reading buddies"
with whom I am currently discussing Debbie Miller's book. We have
finished reading and are now going back to chapter 5 to gather and
develop books and plans for teaching schema. Although I have read MOT
and heard/seen Ellin Keene at a seminar 5 years ago, I am excited to now
be bringing it to fellow teachers as a discussion book and hopefully,
stimulate their enthusiasm for teaching comprehension. I had not tried
it with 1st graders before now but I am finding they can recognize their
schema, make predictions and connections, ask questions and look for the
author's message. After spending a week in this "Process" with a story
from our Open Court anthology, I know they "get it" and the story will
be in their memory banks for future reference.
Betty
++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Mar 2003 20:49:43 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] modeling in the beginning

Hi Julie, I'm so glad to meet another first grade teacher here! If you
are just starting out, my suggestion would be to just model schema or
connections or whatever strategy you are comfortable with yourself. I
haven't read STW so I don't know about coding. Connections are the
easiest for the kids to do because they do it all the time! Just choose
stories they can relate to - like friends, social issues, family stuff.
Hope this helps.
Betty
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Mar 2003 22:31:27 -0500
From: JUDYCSMWM@aol.com
Subject: [mosaic] A Pull-Out Approach

Ginger,
   This is in reply to your question asking what might be used in pull-out
programs.   In a 30-40 minute session with fifth graders,  I have tried a
"fishbowl" approach with four students sitting in the center of the circle
with the remaining members on the outside.  For the first half, the only
people speaking are those in the center. The students on the outside have
the responsibility of listening and thinking. During the second half,
people on the outer edge of the circle ask additional questions of those in
the center.
Everyone was given copies of the same poem while students in the center read
the poem. Next, the four in the center began discussing, and asking each
other questions about its meaning.  The poems were those by Emily Dickinson
(I like to see it lap the miles--The woodpecker) I selected this group of
poems because they are riddles and this group of students love problem
solving. Then, when they were finished and had come up with their
conclusions, students on the outside directed additional questions to the
students in the center. The woodpecker was easier for the last group of
four in the center. They were all asking for "evidence" and
proof." ---"How do you know... Well, why do you think... Are you certain
that... ? I listened and observed and was amazed!
I use this "fishbowl" to introduce other topics when I am asked to model
lessons for other teachers, too.
Judy
++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Mar 2003 21:04:15 -0700
Subject: [mosaic] Utilizing technology
From: "Jane A. Sluiter" <jsluiter@mail.ccsd.k12.co.us>

Hello all,

I am new to this Listserv and am really enjoying reading all of your
thoughtful insights. I am a former Library Media Specialist that utilized
these strategies while working with students in reading groups that I
worked with. Now, I am a Teaching, Learning and Technology Specialist
working with teachers in a professional development capacity.

I have been asked by a school I am working with for ideas and techniques
for utilizing technology as a tool in the teaching and learning of reading
and writing. My question to all of you is, how do you utilize technology
in the teaching of the various strategies in your classroom? Do any of you
utilize internet resources in your classroom? If so which ones and how do
you incorporate them?

I am really looking for quick, simple techniques that you are using with
your students. I want teachers to see the use of technology as a tool and
not as a contrived or added piece to their all ready full plates.

Thanks for your help and I look forward to hearing all of your great ideas!

Jane Sluiter
Teaching, Learning, and Technology Specialist
Cherry Creek School District
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Check-in from first grade Room 104
Date: Sat, 8 Mar 2003 09:43:56 -0500

Misti,
I used Chris Van Allsburg's The Stranger last year to do a lesson on =
questioning. I think the idea I got was from Debbie Miller's book. I =
really walked them through the story bit by bit, but it was very =
rewarding! To begin with, I chose a green marker & chart paper & =
displayed the cover of the book. I asked the kids if they had any =
questions about it. There were several, and these were written under the =
heading Before in green marker. We looked at the first couple of =
pictures in the story and did the same.
Then I chose a yellow marker to write questions During the reading. As =
we read each page, I would stop and give them opportunities to ask more =
questions (there were LOTS!)
After reading I used a red marker to write After questions. They still =
did not know who The Stranger was, so there were more questions.
If I did this lesson again, I would incorporate other strategies during =
reading and do more "thinking aloud" to help the students delve deeper =
into the story. For instance, when the doctor says that the thermometer =
is broken I would probably say something like "Gee, I wonder if the =
thermometer is really broken, or if this is a clue to who the stranger =
might be. What else would make a thermometer seem broken?"
I felt I might be "cheating" if I helped them along to much, but after =
seeing a modeling lesson with The Sweetest Fig, I really see how good =
'thinking aloud' can help kids see more about the story and really enjoy =
it more.
Hope you can use this!
Cece/LC/GA
++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 8 Mar 2003 09:49:23 -0800
From: katha@syix.com
Subject: Re: [mosaic] first grade

I am happy, too, to see others who teach first grade here.

I second the recomendation to read Debbie Miller's book first & I
would be more than willing to read it again with someone & discuss it
over email. It all sounds so great while I'm reading, but then I
forget the details and the 'how' when it comes time to implement the
ideas.

My kids are great at connections -- are even leaving out the
un-important ones. They love predicting and searching for the main
characters and main ideas. Main setting, too. Something about the
'main' one is fun for them to discuss (argue)

Because I have to teach Open Stupid Court, I have a hard time getting
them to realize that there is so much more to reading than sounding
out the letters. That's my main goal -- a wealth of strategies.

Katharine/1st/ N.California
+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 8 Mar 2003 09:38:33 -0800
From: katha@syix.com
Subject: Re: [mosaic] response to Elisa

Yes, it makes sense & it's how I teach, too. I never could stand the
small leveled group way of teaching -- I figure they all have to
learn first grade material, and in my room they do. Using mini
lessons to teach a strategy, skill or standard and then giving the
children time and support to practice works well for us.
I have to use a series of little phonics decodable books -- the kind
with no plot, substance or interest. So all my comprehension and
reading strategy work has to be done via books I read out-loud to
them. My guided reading group is all about comprehension, my mini
lessons are more about phonics and other reading strategies.

Katharine/1st/N.California
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: <jean247@cox.net>
Subject: Re: [mosaic] first grade
Date: Sat, 8 Mar 2003 18:20:44 -0500

Kathy, I actually laughed out loud at your Open Stupid Court comment!
Is it possible to stick to your Open Court model when working in your Guided
Reading (small groups) and implementing the strategies as suggested by
Debbie Miller during your shared reading (whole group) time?
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 8 Mar 2003 19:22:15 -0500
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] first grade

Thanks you guys!

I can tell you all are great teachers, not just because of your obvious
skill but because of your passion, too!

I bought Debbie Miller's book in Sept I think. I started out teaching
schema...we loved that big word nobody else knew! The kids were great at
making connections. We did many text to self connections with just about
any book we read. Then we went on to text to text and came up with several
books, some on accident. This stuff takes a lot of planning and sometimes I
don't feel that I'm spending enough time planning, mostly because I'm at
home and don't have access to the books listed at home. Well, I got smart
yesterday and copied the pages in Debbie's book with the titles and gave
them to the librarian. She is so great about gathering the books for me.
Any book she doesn't have she orders! I'm digressing....

When it came to text to world I didn't know how to figure this one out so I
kinda let it go and went on with my guided reading groups...

I'm fired up again, thanks to you guys, and the chat room on Tuesday nights.
I'd love to discuss and read. I started to read the chapters on mental
images. If you all have any good ideas, please share.

Thanks in advance!

Julie Beebe
NBCT 2001
++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 8 Mar 2003 17:46:37 -0800
From: katha@syix.com
Subject: Re: [mosaic] first grade

Hi,

I'm glad you laughed. I despise O.C.!!!

And the short answer (the true answer) is, no. You really can't
stick to OC and implement a wider range of strategies. I'm always
trying to find ways to meld the two systems (OC and mine) but can
only shortchange one or the other.

I try really hard to concentrate on the state standards. That way I
can cull lessons from the manuals and give us a little more time for
authentic learning.

Katharine/1st/N.California
+++++++++++++++++++++++++++++++++++++++++++++

From: Mechalske@aol.com
Date: Sun, 9 Mar 2003 08:01:35 EST
Subject: Re: [mosaic] first grade

Owl Moon by Jane Yolan is a great book.
Mary
4th grade
+++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] short text
Date: Sun, 9 Mar 2003 12:35:36 -0500

Hi...I just got something in the mail Friday coming out from Scholastic. =
It looks like a Muse or Discovery for Kids Magazine and each month =
focuses on a different genre or type of text. I can't remember the name =
but it's not one I have seen before. Does anyone use it? I might give it =
a try.
++++++++++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Sun, 9 Mar 2003 13:35:36 EST
Subject: [mosaic] (Mosaic) check in

Hi everyone! I have been too busy up until now to write my own check in but
have enjoyed reading about what others are up to. Like everyone else, I
learn so much from the sharing of ideas and thoughts of others. Although I
read MOT a couple of years ago, this is my first year trying to teach one
strategy, in depth, at a time. I started the year with a short unit on
metacognition (I will definitely spend a little more time on this next
year).
We then did schema and text connections followed by sensory imaging.
Finally, we did a unit on questioning. Between our unit on sensory imaging
and questioning, we did a whole class lit. study of Hatchet. I wanted my
intermediate students to have the opportunity to apply the strategies with a
longer text. Right now, we are doing small lit. study groups. I am using
the job cards from Harvey Daniels' book. The students really like
concentrating on one thing for each time they meet. The discussions have
been wonderful!

Because I taught 3rd grade my first year teaching and then moved into 4/5
multiage, I have a few students who have been with me for three years. I
have truly been able to see the difference in their comprehension this year
versus the past two. One student, especially, could read almost anything
put
in front of him but didn't interact enough with the text to really
comprehend. He was discouraged! I was discouraged! Everything has turned
around for him this year. He is comprehending so much better and his
self-esteem as a reader has blossomed! My IEP students are sharing some of
the deepest thinking in the class!

I am a true convert to this way of teaching. It would be hard to really
describe what I was doing before. As a new teacher without a lot of support
I was really feeling my way and trying lots of different ideas from things
I'd read. MOT and RWM have really given my teaching direction, focus, and
effectiveness!

I started a MOT book study at my school and have about twelve teachers
participating. The discussions have been great. There is a lot of
enthusiasm for the ideas presented in MOT. Many are starting to incorporate
some of the language into their teaching. I liked the idea posted recently
to follow up the book discussion with a concentration on one strategy and
work together collaboratively to come up with suggested books and lessons.
The one area that I don't think my study group has discussed enough as a
group is the need for/benefits of concentrating on one strategy at a time.
Maybe if others do this at their schools we could share what we come up with
here on the listserve or on the toolbox page?

My goals for next year include working on determining importance. This is
one of the strategies I am most uncomfortable with myself but which is
especially important to do with intermediate age students. I also want to
transfer the language and strategies of MOT to other areas of my teaching
more. Additionally, I'd like to become a little more innovative. I have
really drawn on the lessons presented in MOT and RWM as well as the thoughts
and ideas presented on the list serve this year. I'd like to be able to
come
up with some of my own ideas and incorporate my other curriculum (social
studies/science) more.

Well, that's all for now. I'd really like to express my gratitude to Ginger
and all the others who share on this site. The support and ideas are
invaluable!
Martha/4/5/AZ
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 9 Mar 2003 10:40:34 -0800
From: ~Katharine Klevinskas~ <katha@syix.com>
Subject: [mosaic] good questions

Just a thought.... generated by discussions here.

I am on a couple bookclub rings on line. There's one that I keep
thinking of dropping, but never really thought it through all the
way. It's a great way to learn about (new to me) books and sometimes
the conversations are great, but there's always something in the back
of my mind about 'dump this group'.

Today I realized what it was. The moderator sends questions like this:

"What is stronger in the book: plot or character development? Why? Do you
think this was intentional on the part of the author?"

I immediately delete them -- it's like being back in school and
taking a test -- this sinking feeling in my stomach.

So..... isn't it wonderful that we are finding more interesting,
creative and fun ways to encourage our students to come up with the
answers without asking such boring questions.

A simple "tell me about the book" would be so much more fun for me to
answer.

Just thinking...... Katharine
+++++++++++++++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Sun, 9 Mar 2003 15:42:11 EST

In a message dated 3/9/03 12:43:27 PM Eastern Standard Time,
pristine@aclass.com writes:

> just got something in the mail Friday coming out from Scholastic. It looks
> like a Muse or Discovery for Kids Magazine and each month focuses on a
> different genre or type of text. I can't remember the name but it's not
one
> I have seen before. Does anyone use it? I might give it a try.

I also like it. Sounds creative and a little different and a good tool to
have. Fill us in.

BG
++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] lit circle role sheets
Date: Sun, 9 Mar 2003 17:46:28 -0600

To anyone interested in literature role sheets rewritten using the
comprehension strategies, Donna Baker submitted her to the "Teaching Tools"
web page. Look under 'Worksheets/Reporting Forms' and go down to the fourth
entry and you will find them: Literature Circle Role Sheets.

"Teaching Tools" web page is found at:
http://www.u46teachers.org/mosaic/tools/tools.htm

Don't forget Donna has great posters for sale further down under 'Other'.
She recently told me that if you order 10 sets or more, the cost is reduced by 10%.

Regular price is $15.00 per set. That INCLUDES shipping.
Get a bunch of teachers together and grab that reduced price!!!

Ginger
+++++++++++++++++++++++++++++++++++++++++++++++